Schoolwide Model: Six Components

Goals for reading achievement are clearly defined, anchored to research, prioritized in terms of importance to student learning, commonly understood by users,
and consistently employed as instructional guides by all teachers of reading.

The instructional programs and materials have documented efficacy, are drawn from research-based findings and practices, align with state standards and
benchmarks, and support the full range of learners. A sufficient amount of time is allocated for instruction and the time allocated is used effectively.
Instruction optimizes learning for all students by tailoring instruction to meet current levels of knowledge and prerequisite skills and organizing
instruction to enhance student learning.

Strong instructional leadership maintains a focus on high-quality instruction, organizes and allocates resources to support reading, and
establishes mechanisms to communicate reading progress and practices.